Cambridge IGCSE English - Literature in English 0475 — 2021 May/June Paper 2 · Variant 3

Cambridge IGCSE™ 0475/23 LITERATURE IN ENGLISH May/June 2021 Paper 2 Drama 1 hour 30 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS • Answer two questions. • Your answers must be on two different set texts. • You must answer one (a) passage-based question and one (b) essay question. • Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. INFORMATION • The total mark for this paper is 50. • All questions are worth equal marks. This document has 12 pages. Any blank pages are indicated. [Turn over 06_0475_23_2021_1.3 © UCLES 2021 *6342864460*

LORRAINE HANSBERRY: A Raisin in the Sun Remember to support your ideas with details from the writing. Either 1(a) Read this passage carefully, and then answer the question that follows it: What was they fighting about? Mama: 06_0475_23_2021_1.3 © UCLES 2021 2 Content removed due to copyright restrictions.

We all feel like that – Walter and Bennie and me – even Travis. (from Act 1 Scene 1) How does Hansberry make this such a revealing moment in the play? Or 1(b) In what ways does Hansberry make Joseph Asagai such a memorable character? [Turn over 06_0475_23_2021_1.3 © UCLES 2021 3 Content removed due to copyright restrictions.

ARTHUR MILLER: The Crucible Remember to support your ideas with details from the writing. Either 2(a) Read this passage carefully, and then answer the question that follows it: He continues on to the fireplace, leans the gun against the wall as he swings a pot out of the fire and smells it. 06_0475_23_2021_1.3 © UCLES 2021 4 Content removed due to copyright restrictions.

A sense of their separation rises.] (from Act 2) How does Miller vividly portray the relationship between John and Elizabeth Proctor at this moment in the play? Or 2(b) To what extent does Miller’s portrayal of John Proctor persuade you that he is responsible for his own downfall? Do not use the passage printed in Question 2(a) in answering this question. [Turn over 06_0475_23_2021_1.3 © UCLES 2021 5 Content removed due to copyright restrictions.

R C SHERRIFF: Journey's End Remember to support your ideas with details from the writing. Either 3(a) Read this passage carefully, and then answer the question that follows it: [TROTTER disappears into the dark. 06_0475_23_2021_1.3 © UCLES 2021 6 Content removed due to copyright restrictions.

55 [HIBBERT looks at STANHOPE for a moment, then with a slight smile, he goes slowly up the steps and into the trench, MASON following behind.] (from Act 3 Scene 3) In what ways does Sherriff powerfully create sympathy for the men at this moment in the play? Or 3(b) Explore how Sherriff makes the raid such a dramatic and significant part of the play. [Turn over 06_0475_23_2021_1.3 © UCLES 2021 7 Content removed due to copyright restrictions.

30 25 20 15 10 5 WILLIAM SHAKESPEARE: Romeo and Juliet Remember to support your ideas with details from the writing. Either 4(a) Read this passage carefully, and then answer the question that follows it: Capulet’s house. [Enter CAPULET, LADY CAPULET, NURSE, and two or three Servingmen.] So many guests invite as here are writ. Capulet: [Exit a servingman] Sirrah, go hire me twenty cunning cooks. You shall have none ill, sir; for I’ll try if they can lick their fingers. Servant: How canst thou try them so? Capulet: Marry, sir, ’tis an ill cook that cannot lick his own fingers; therefore he that cannot lick his fingers goes not with me. Servant: Go,begone. [ExitsecondSERVANT.] We shall be much unfurnish’d for this time. What, is my daughter gone to Friar Lawrence? Capulet: Ay, forsooth. Nurse: Well, he may chance to do some good on her: A peevish self-will’d harlotry it is. Capulet: Enter JULIET. See where she comes from shrift with merry look. Nurse: How now, my headstrong! Where have you been gadding? Capulet: Where I have learnt me to repent the sin Of disobedient opposition To you and your behests; and am enjoin’d By holy Lawrence to fall prostrate here, To beg your pardon. Pardon, I beseech you. Henceforward I am ever rul’d by you. Juliet: Send for the County; go tell him of this. I’ll have this knot knit up to-morrow morning. Capulet: I met the youthful lord at Lawrence’ cell, And gave him what becomed love I might, Not stepping o’er the bounds of modesty. Juliet: Why, I am glad on’t; this is well – stand up – This is as’t should be. Let me see the County; Ay, marry, go, I say, and fetch him hither. Now, afore God, this reverend holy friar, All our whole city is much bound to him. Capulet: 06_0475_23_2021_1.3 © UCLES 2021 8

50 45 40 35 Nurse, will you go with me into my closet To help me sort such needful ornaments As you think fit to furnish me to-morrow? Juliet: No, not till Thursday; there is time enough. Lady Capulet: Go, nurse, go with her. We’ll to church to-morrow. [Exeunt JULIET and NURSE.] Capulet: We shall be short in our provision; ’Tis now near night. Lady Capulet: Tush. I will stir about, And all things shall be well, I warrant thee, wife. Go thou to Juliet, help to deck up her; I’ll not to bed to-night; let me alone. I’ll play the huswife for this once. What, ho! They are all forth; well, I will walk myself To County Paris, to prepare up him Against to-morrow. My heart is wondrous light Since this same wayward girl is so reclaim’d. Capulet: [Exeunt. (from Act 4 Scene 2) How does Shakespeare make this such a tense moment in the play? Or 4(b) Explore two moments in the play which you think Shakespeare makes particularly amusing. [Turn over 06_0475_23_2021_1.3 © UCLES 2021 9

35 30 25 20 15 10 5 WILLIAM SHAKESPEARE: Twelfth Night Remember to support your ideas with details from the writing. Either 5(a) Read this passage carefully, and then answer the question that follows it: What do you say, Cesario? Good my lord – Olivia: My lord would speak; my duty hushes me. Viola: If it be aught to the old tune, my lord, It is as fat and fulsome to mine ear As howling after music. Olivia: Still so cruel? Duke: Still so constant, lord. Olivia: What, to perverseness? You uncivil lady, To whose ingrate and unauspicious altars My soul the faithfull’st off’rings hath breath’d out That e’er devotion tender’d! What shall I do? Duke: Even what it please my lord, that shall become him. Olivia: Why should I not, had I the heart to do it, Like to the Egyptian thief at point of death, Kill what I love? – a savage jealousy That sometime savours nobly. But hear me this: Since you to non-regardance cast my faith, And that I partly know the instrument That screws me from my true place in your favour, Live you the marble-breasted tyrant still; But this your minion, whom I know you love, And whom, by heaven I swear, I tender dearly, Him will I tear out of that cruel eye Where he sits crowned in his master’s spite. Come, boy, with me; my thoughts are ripe in mischief: I’ll sacrifice the lamb that I do love To spite a raven’s heart within a dove. Duke: And I, most jocund, apt, and willingly, To do you rest, a thousand deaths would die. Viola: Where goes Cesario? Olivia: After him I love More than I love these eyes, more than my life, More, by all mores, than e’er I shall love wife. If I do feign, you witnesses above Punish my life for tainting of my love! Viola: Ay me detested! How am I beguil’d! Olivia: Who does beguile you? Who does do you wrong? Viola: 06_0475_23_2021_1.3 © UCLES 2021 10

50 45 40 Hast thou forgot thyself? Is it so long? Call forth the holy father. [Exit an Attendant.] Olivia: Come, away! Duke: Whither, my lord? Cesario, husband, stay. Olivia: Husband? Duke: Ay, husband; can he that deny? Olivia: Her husband, sirrah? Duke: No, my lord, not I. Viola: Alas, it is the baseness of thy fear That makes thee strangle thy propriety. Fear not, Cesario, take thy fortunes up; Be that thou know’st thou art, and then thou art As great as that thou fear’st. Olivia: (from Act 5 Scene 1) In what ways does Shakespeare make this a powerfully dramatic moment in the play? Or 5(b) How does Shakespeare’s portrayal make Viola such a likeable character? Do not use the passage printed in Question 5(a) in answering this question. 06_0475_23_2021_1.3 © UCLES 2021 11

BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. 06_0475_23_2021_1.3 © UCLES 2021 12

This document consists of 5 printed pages. © UCLES 2021 [Turn over Cambridge IGCSE™ LITERATURE IN ENGLISH 0475/23 Paper 2 Drama 23 May/June 2021 MARK SCHEME Maximum Mark: 50 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0475/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 2 of 5 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0475/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 3 of 5 English & Media subject specific general marking principles (To be read in conjunction with the Generic Marking Principles (and requiring further guidance on how to place marks within levels)) Components using level descriptors: • We use level descriptors as a guide to broad understanding of the qualities normally expected of, or typical of, work in a level. • Level descriptors are a means of general guidance, and should not be interpreted as hurdle statements. • Where indicative content notes are supplied for a question, these are not a prescription of required content, and must not be treated as such. Alternative correct points and unexpected answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills demonstrated. • While we may have legitimate expectations as to the ground most answers may occupy, we must at all times be prepared to meet candidates on their chosen ground, provided it is relevant ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark scheme requirements for the question). Components using point-based marking: Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion. From this it follows that we: a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme requires a specific term). b DO credit alternative answers/examples which are not written in the mark scheme if they are correct. c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons…). d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used wrongly.) e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities. f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted). g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion).

0475/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 4 of 5 All questions are marked out of 25. The assessment objectives for the paper are: AO1: show detailed knowledge of the content of literary texts, supported by reference to the text AO2: understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes AO3: recognise and appreciate ways in which writers use language, structure and form to create and shape meanings and effects AO4: communicate a sensitive and informed personal response to literary texts. The Level Descriptors cover marks from 0 to 25, and apply to the marking of each question. They guide examiners to an understanding of the qualities normally expected of, or typical of, work in a level. They are a means of general guidance. For the purposes of standardisation of marking, they are to be used in conjunction with examples of candidates’ work and discussed during the examiners’ coordination meeting.

0475/23 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 5 of 5 Level 8 25 24 23 22 • demonstrates knowledge by incorporating well-selected reference to the text skilfully and with flair (AO1) • sustains a critical understanding of the text showing individuality and insight (AO2) • responds sensitively and in considerable detail to the way the writer achieves her/his effects (AO3) • sustains personal and evaluative engagement with task and text (AO4) • demonstrates knowledge by integrating much well-selected reference to the text (AO1) Level 7 21 20 19 • shows a clear critical understanding of the text (AO2) • responds sensitively and in detail to the way the writer achieves her/his effects (AO3) • sustains a perceptive, convincing and relevant personal response (AO4) • demonstrates knowledge by supporting with careful and relevant reference to the text (AO1) Level 6 18 17 16 • shows a clear understanding of the text and some of its deeper implications (AO2) • makes a developed response to the way the writer achieves her/his effects (AO3) • makes a well-developed, detailed and relevant personal response (AO4) • demonstrates knowledge by showing some thoroughness in the use of supporting evidence from the text (AO1) Level 5 15 14 13 • shows understanding of the text and some of its deeper implications (AO2) • makes some response to the way the writer uses language (AO3) • makes a reasonably developed relevant personal response (AO4) • demonstrates knowledge by using some supporting textual detail (AO1) Level 4 12 11 10 • shows some understanding of meaning (AO2) • makes a little reference to the language of the text (AO3) • begins to develop a relevant personal response (AO4) • demonstrates knowledge by making a little supporting reference to the text (AO1) Level 3 9 8 7 • makes some relevant comments (AO2) • shows a basic understanding of surface meaning of the text and language (AO3) • attempts to communicate a basic personal response (AO4) • demonstrates knowledge by making a little reference to the text (AO1) Level 2 6 5 • makes a few straightforward comments (AO2) • shows a few signs of understanding the surface meaning of the text and language (AO3) • some evidence of simple personal response (AO4) Level 1 4 3 2 1 • demonstrates knowledge by limited textual reference (AO1) • shows some limited understanding of simple/literal meaning (AO2) • a little awareness of surface meaning of text and language (AO3) • limited attempt to respond (AO4) Level 0 0 No answer/Insufficient to meet the criteria for Level 1.